On the Experience of Conducting Interim Assessment in Mathematical Statistics Using Kahoot!
The article describes the experience of using information and communication technologies based on the system Kahoot! when conducting interim assessment in mathematical statistics in the form of a test in two groups of the third-year bachelor's students at the Faculty of Applied Mathematics of Bauman Moscow State Technical University. The aim of the article is to identify the main advantages and disadvantages (for both the student and the teacher) of using gamification, in particular the system Kahoot!, when teaching mathematical statistics and other disciplines of the mathematical curriculum. The process of designing materials for the test in mathematical statistics was analyzed; the key features that the used teaching materials had to have were identified. A small group of students (22 people) completed the test. To assess the perception of the test by students, an anonymous survey was conducted. The main stages in the development of materials by the teacher are presented. The difficulties teachers of mathematical disciplines encounter when using the Kahoot! as a platform for testing and their possible solutions are described. It has been revealed that the main (and most difficult) task in compiling options for the test is to make the answer options hard to guess, and each of the tasks not too laborious. It makes sense to divide tasks into sections so that tasks are interconnected and logically follow each other in each section. Also, the teacher needs to set time limits for each task to minimize the opportunities for students to communicate with each other. Students perceive working in Kahoot! Positively in general. They said the main disadvantage was the time limit for each of the tasks - not for the entire work in general, which is more familiar to them. Therefore, to use Kahoot! within the considered approach of organizing tasks, it is recommended that the teacher thoroughly explain students how the test will be organized in connection with time frames. Additionally, it is worth focusing students' attention on the elements of the gameplay and the final rating table, rewarding successful students with additional rating points within the modular rating system to exclude academic dishonesty and cheating as much as possible. The performed analysis can be used by other teachers in the preparation of options for assignments to test students' knowledge remotely and on the basis of using other systems.
Keywords
gamification,
test,
mathematical statistics,
testing,
Kahoot!Authors
| Mezhennaya Natalia M. | Bauman Moscow State Technical University | natalia.mezhennaya@gmail.com |
Всего: 1
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